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ISTE 2010
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ISTE 2010

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Presentation at ISTE 2010

Presentation at ISTE 2010

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  • As defined in a JISC publication, Effective Practices with e-portfolios: The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence. (Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios)
  • Phil Abrami and researchers at Concordia University developed ePearl, an ePortfolio tool. Their goal: Encouraging self-regulated learning through electronic portfolios. Self regulated learning is shown here through three processes: planning, doing and reflecting.
  • How do portfolios and reflection fit into the this self-regulation process?BEFORE - goal-setting (reflection in the future tense), setting the stage for actionDURING - immediate reflection (in the present tense), where students capture evidence during the learning process, or maintain a learning journalAFTER - retrospective (in the past tense) where students look back on performance efforts, and their response to the learning experience.Portfolios can be used to record all three types of reflection
  • Is this happening in your institution?
  • There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person's life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
  • Japanese!
  • Catalan
  • Spanish!
  • Mandarin
  • Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
  • Collection/Reflection/Feedback (Immediate Reflection/Feedback on Learning & Artifacts in Collection) (regularly) organized chronologically (in a blog?)Captions (Background Information on assignment, Response)Artifacts represent integration of technology in most curriculum areas (Feedback in blog or GoogleDocs)If you are blogging with your students on a regular basis, you are beginning a working portfolio.
  • Selection/Reflection and Direction (each semester? End of year?) organized thematically (in web pages or wiki)Why did I choose these pieces? What am I most proud to highlight about my work?What do they show about my learning? What more can I learn (Goals for the Future)?Presentation (annually)Evaluation
  • Oregon in April, Colorado & Iowa yesterday.
  • Just like Social Networks
  • Perhaps most predominant in many teacher education programs today.
  • “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
  • Transcript

    • 1. Interactive PortfoliosWeb 2.0 tools to Support Assessment FOR Learning <br />Dr. Helen Barrett<br />electronicportfolios.org<br />Twitter: @eportfolios<br />http://www.slideshare.net/eportfolios/<br />
    • 2. What are Interactive Portfolios?<br />Online Portfolios using Web 2.0 tools to: <br /><ul><li> reflect on learning in multiple formats
    • 3. showcase work online to different audiences
    • 4. dialogue about learning artifacts/reflections
    • 5. feedback to improve learning </li></li></ul><li>Description <br />Implement Web 2.0 tools for classroom-based assessment, enabling teacher/peer feedback to improve student achievement. Review the power of using blogs, wikis, and GoogleApps Education Edition.<br />
    • 6. Context<br />Why <br />Electronic Portfolios Now?<br />
    • 7. Draft National Educational Technology Plan (2010)<br />Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)<br />
    • 8. Technology & Reflection<br />Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking<br />6<br />
    • 9. Learner-Centered Philosophy<br /> "A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)<br />
    • 10. QUOTE<br /><ul><li>The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios</li></li></ul><li>Electronic Portfolios <br />almost two decades (since 1991)<br />used primarily in education to <br />store documents <br />reflect on learning<br />feedback for improvement <br />showcase achievements for accountability or employment<br />9<br />
    • 11. Social networks <br />last five years <br />store documents and share experiences, <br />showcase accomplishments, <br />communicate and collaborate<br /> facilitate employment searches<br />10<br />
    • 12. Boundaries Blurring (between e-portfolios & social networks)<br />Structured Accountability Systems? or…<br />Lifelong interactive portfolios<br />Picasa<br />Mash-ups<br />Facebook<br />Flickr<br />blogs<br />YouTube<br />Ning<br />wikis<br />Twitter<br />11<br />
    • 13. Some Basic Concepts<br />ePortfolio and social networking are both:<br />Process: Time and Effort - Journey<br />Product: The outcome - Destination<br />12<br />
    • 14. Processes<br />Social Networking<br />Connect(“Friending”)<br />Listen(Reading)<br />Respond(Commenting)<br />Share(linking/tagging)<br />Portfolio<br />Collection<br />Selection<br />Reflection<br />Direction/Goals<br />Presentation<br />Feedback<br />Technology <br />Archiving<br />Linking/Thinking<br />Digital Storytelling<br /> Collaborating<br /> Publishing<br />13<br />
    • 15. Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238 <br />
    • 16. What are Effective Self-Regulation Processes?<br />Performance or Volitional Control<br />Processes that occur in action and affect attention and action<br />DURING<br />Capturing Process/<br />Journals<br />Goals<br />Forethought<br />Influential processes which precede efforts to act and set the stage for action.<br />BEFORE<br />Self-Reflection<br />Processes which occur after performance efforts and influence a person’s response to that experience<br />AFTER<br />Change over time<br />Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.<br />
    • 17. Deep Learning<br /><ul><li>involves reflection,
    • 18. is developmental,
    • 19. is integrative,
    • 20. is self-directive, and
    • 21. is lifelong</li></ul>Cambridge (2004)<br />
    • 22. Review Examples of Scaffolding for Reflection<br />http://sites.google.com/site/reflection4learning <br />
    • 23. E-Portfolio Components<br /><ul><li>Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
    • 24. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
    • 25. Digital Repository</li></ul>(Becta, 2007; JISC, 2008)<br />
    • 26. Multiple Purposes of E-Portfolios in Education<br />Learning/ Process/ Planning<br />Marketing/ Showcase <br />Assessment/ Accountability<br />"The Blind Men and the Elephant” by John Godfrey Saxe<br />
    • 27. Multiple Purposes from Hidden Assumptions<br />What are yours?<br />• Showcase • Assessment • Learning •<br />http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png<br />
    • 28. Forms of Assessment<br /><ul><li>Formative Assessments
    • 29. Provides insights for the teacher
    • 30. Assessment FOR Learning
    • 31. Provides insights for the learner
    • 32. Summative Assessments (Assessment OF Learning or Evaluation)
    • 33. Provides insights (and data) for the institution</li></ul>Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed<br />
    • 34. Crucial Distinction<br />Assessment OF LearningHow much have students learned as of a particular point in time?<br />Assessment FOR LearningHow can we use assessment to help students learn more?<br />Rick StigginsAssessment Training Institute<br />
    • 35. www.qca.org.uk ages3-14<br />
    • 36. Principles of Assessment FOR Learning<br />Definition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.<br />
    • 37. Nick Rate (2008) Assessment for Learning & ePortfolios. NZ Ministry of Ed (p. 24)<br />
    • 38. Learning to Learn Portfolio ModelIan Fox, New Zealand<br />
    • 39. Balancing the 2 Faces of E-Portfolios<br />
    • 40. Types of E-Portfolio Implementation<br />Working Portfolio<br />The Collection<br />The Digital Archive<br />Repository of Artifacts <br />Reflective Journal(eDOL)<br />Collaboration Space<br />Portfolio as Process-- Workspace (PLE)“shoebox”<br />Presentation Portfolio(s)<br />The “Story” or Narrative<br />Multiple Views (public/private)<br />Varied Audiences(varied permissions)<br />Varied Purposes<br /> Portfolio as Product-- Showcase<br />
    • 41.
    • 42. Japanese<br />
    • 43. Catalan<br />
    • 44. Spanish<br />
    • 45. Mandarin<br />
    • 46. Structure of E-Portfolio Types<br />Portfolio as Product/ Showcase<br />Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences<br />Primary Purpose: Accountability or Employment or Showcase<br />Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)<br />Portfolio as Process/ Workspace<br />Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences<br />Primary Purpose: Learning or Reflection<br />Reflection: immediate focus on artifact or learning experience<br />
    • 47. Level 1 - Collection<br />
    • 48. Level 2: Primary Purpose: Learning/Reflection/Feedback<br />
    • 49. Level 3: Primary Purpose: Showcase/Accountability<br />
    • 50. Timeline<br />38<br />Level 1: Collection<br />Level 2: Reflection/Goals + Feedback<br />Level 3: Selection + Presentation + Evaluation<br />
    • 51. Social Learning<br />Interactivity!<br />39<br />
    • 52. Think!<br />Engagement Factors?<br />Social networks?<br />ePortfolios?<br />40<br />
    • 53. Architecture of InteractionArchitecture of Participation (Web 2.0) <br />allows a<br />Pedagogyof Interaction<br />(ePortfolio 2.0)<br />
    • 54. Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”<br />Learning that is… <br /><ul><li>Social and Participatory
    • 55. Lifelong and Life Wide
    • 56. Increasingly Self-Directed
    • 57. Motivating and Engaging
    • 58. … and Online!</li></li></ul><li>Websites with “how-to’s”<br />ePortfolios with Google Appshttp://sites.google.com/site/eportfolioapps/<br />Interactive ePortfolioshttp://electronicportfolios.org/blogmodels/ (includes WordPress/EduBlogs)<br />All linked from my website: http://electronicportfolios.org/<br />
    • 59. Oregon, Colorado, Iowa<br />States Adopt Google Apps for Schools<br />Groups<br />Docs<br />Video<br />Sites<br />Mail<br />Calendar<br />Wave<br />
    • 60. Add-ons to GoogleAppsby Fall<br />Additional Google Applications soon to be included inside GoogleApps Education domains<br />
    • 61. electronicportfolios.org/Google<br />
    • 62. GoogleAppsePortfolios<br />
    • 63. Interactive ePortfolios<br />A book under development<br />“Using Web 2.0 to preserve memories,share stories of deep learning, document achievements, and envision the future”<br />
    • 64. Tentative Contents<br />Intro -“Why”- Purposes<br />Reflection in ePortfolios<br />Assessment<br />Web 2.0 Tools<br />Planning & Change<br />Balancing 2 Faces<br />Lifelong ePortfolio Scenario<br />Examples & Stories:- ECE & Primary- Middle School- High School- College - Professional<br />How-to’s- GoogleApps- WordPress<br />Digital Storytelling in ePortfolios<br />
    • 65. Golden Circle <br />What?<br />How?<br />Why?<br />50<br />
    • 66. Engage!<br /><ul><li>Goal-Setting
    • 67. Self-Assessment
    • 68. Ownership
    • 69. Intrinsic Motivation</li></li></ul><li>52<br />Similarities in Process<br />Major differences:<br />extrinsic vs. <br />intrinsic motivation <br />Elements of True (Intrinsic) Motivation:<br />Autonomy<br />Mastery<br />Purpose<br />
    • 70. Pink’s Motivation Behavior<br />X <br />Type X - Extrinsic<br />fueled more by extrinsic rewards or desires (Grades?)<br />Type I – Intrinsic<br />Behavior is self-directed.<br />I <br />53<br />
    • 71. Successful websites = Type I Approach<br /><ul><li>People feel good about participating.
    • 72. Give users autonomy.
    • 73. Keep system as open as possible.</li></ul>- Clay Shirky<br />54<br />
    • 74. Autonomy & ePortfolios<br />Choice<br />Voice<br />Sharing <br />Feedback<br />Immediacy<br />55<br />http://www.flickr.com/photos/kenturamon/342946821/<br />
    • 75. Mastery & ePortfolios<br /><ul><li>Exhilaration in Learning
    • 76. Sports? Games?
    • 77. Compliance vs. Personal Mastery
    • 78. Open Source movement (Wikipedia vs. Encarta)
    • 79. Make a contribution</li></ul>56<br />
    • 80. Mastery & ePortfolios (2)<br />ePortfolio:<br />Flow<br />Showcasing Achievements<br />Increased self-awareness and self-understanding<br />“Only engagement can produce Mastery.” (Pink, 2009, p.111) <br />57<br />
    • 81. FLOW<br />a feeling of energized focus (Csíkszentmihályi) <br />“Reach should exceed the Grasp”<br />58<br />
    • 82. Student Engagement!<br />CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]<br />Find voice and passions through choice and personalization!<br />Portfolio as Story<br />Positive Digital Identity Development - Branding<br />“Academic MySpace”<br />59<br />
    • 83. Use ePortfolios to documentMASTERY<br />60<br />
    • 84. Purpose & ePortfolios<br /><ul><li>Relevance
    • 85. Big picture
    • 86. Engagement</li></ul>61<br />
    • 87. 62<br />Good Question…<br />
    • 88. 63<br />Because Purpose and Passion Co-Exist<br />
    • 89. Life Portfolio – planning for an extended midlife transition (50-90)<br /><ul><li>Passions and pursuits
    • 90. New possibilities
    • 91. Visualize a new life
    • 92. Not “retirement” but “rewirement”</li></ul>64<br />
    • 93. 65<br />
    • 94. 66<br />Portfolio Way of Thinking<br /><ul><li>Portfolios can be timeless
    • 95. What really matters in life?
    • 96. Discover or rediscover passion…
    • 97. Create a legacy…
    • 98. Turn careers into callings, success into significance…
    • 99. To make a difference…
    • 100. An ongoing, ageless framework for self-renewal</li></li></ul><li>Create a Professional Portfolio<br />Model Intrinsic Motivation!<br />Share with Students!<br />Prepare for the Portfolio Life!<br />
    • 101. Another Vision of ePortfolios<br />
    • 102. Draft National Educational Technology Plan (2010)<br />Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)<br />
    • 103. Two “Paradigms” of Assessment (Ewell, 2008)<br />Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content<br />
    • 104. Opportunity Cost<br />The alternative you give up when you make a decision…<br />The cost of an alternative that must be forgone in order to pursue a certain action<br /> What is the opportunity cost of emphasizing accountability/compliance in ePortfoliosover improvement/reflection and deep learning? <br />
    • 105. Goal: Balance in Electronic Portfolios<br />Purpose<br />Improvement<br />(Student-Centered)<br />(Or Course-Centered)<br />Accountability/<br />Compliance<br />(Institution-Centered)<br />Along a Continuum<br />??<br />??<br />Opportunity Cost<br />
    • 106. Goal: Balance in Electronic Portfolios<br />Purpose<br />Improvement<br />Accountability<br />Highly Structured<br />Uniformity and Standardization<br />Required Assignments<br />Formal Evaluation <br />Complexity<br />Checklist<br />Data!<br />Engagement<br />Deep Learning<br />Personalization<br />Choice and Voice<br />Lifelong Skills<br />Ease of Use<br />Ownership<br />Time<br />Opportunity Cost<br />
    • 107. Goal: Balance in Electronic Portfolios<br />Purpose<br />Accountability<br />Improvement<br />Flexible Structure<br />Self-Assessment & Feedback<br />Lifelong Learning Skills<br />More Social Learning<br />Personalization<br />Choice and Voice<br />Engagement<br />Story<br />Time Involvement<br />Ease of Scoring for…<br />Collection of Data for…<br />Accountability<br />Institutional Support<br />& Funding?<br />Opportunity Cost<br />
    • 108. Goal: Balance in Electronic Portfolios<br />Purpose<br />Accountability <br />Feedback <br />Uniformity<br />Flexible Requirements<br />Data<br />Program Improvement<br />Improvement<br />Self-Assessment<br />Personalization<br />Choice and Voice<br />Student Engagement<br />Increased Achievement <br />Time<br />Complexity<br />Social<br /> Learning<br />Opportunity Cost<br />
    • 109. Finding Balance in E-Portfolio Implementation<br />Tools<br />Use separate tools for assessment management andstudent e-portfolios?<br />Ball State’s rGrade & WSU’s Harvesting Gradebook<br />Incorporate blogging and social networking tools forinteractivity and engagement<br />Open Source Tools: WordPress, Movable Type, Mahara<br />Allow embedding student Web 2.0 links, including video,into their e-portfolios<br />Enable exporting e-portfolio to students’ lifetimepersonal webspace<br />
    • 110. Finding Balance in E-Portfolio Implementation<br />Strategies<br />Acknowledge the importance of both portfolio asworkspace (process) & showcase (product)<br />Support student choice and voice in e-portfolios<br />Facilitate reflection for deep learning<br />Provide timely and effective feedback for improvement<br />Encourage student use of multimedia in portfolios forvisual communication and literacy<br />Digital Storytelling & Podcasting<br />Picasa/Flickr slideshows<br />Acknowledge/Encourage students’ Web 2.0 digital identity<br />
    • 111. Portfolios can help learners find their Voice… <br />and explore their Purpose and Passions through Choice!<br />
    • 112. Do Your e-Portfolios have CHOICE and VOICE?<br />Individual Identity<br />Reflection <br />Meaning Making<br />21st Century Literacy<br />79<br />
    • 113. ePortfolios should be more Conversation<br />than Presentation<br />(or Checklist)<br />Because Conversation transforms!<br />
    • 114. A Reminder…<br />Reflection & Relationships<br />… the “Heart and Soul” of an ePortfolio…<br /> NOT the Technology!<br />81<br />
    • 115. My Final Wish…<br />dynamic celebrations <br />stories of deep learning<br />across the lifespan<br />82<br />
    • 116. Dr. Helen Barrett<br />Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning<br />eportfolios@gmail.com<br />http://electronicportfolios.org/<br />Twitter: @eportfolios<br />

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